Training Cycle Roles and Responsibilities

Describe what your roles and responsibilities atomic number 18 at each stage of the prep aredness cycle and explain what your boundaries be as a teacher The training cycle consists of four stages 1. reading need 2. Design/Planning 3. Delivery/ carrying out 4. Evaluation information need This is the initial stage of the training process. As a trainer/teacher I would require to identify the needs of the student/class. This would be to escort that the focalisation of instruction is specific to their requirements. What is their role.What are they expected to do with the new knowledge. Is it being go againstn at the correct time for their developmental needs. I would to do this by setting up initial judging. termination of pre course questionnaire. Enrolment/information sheet. In my role of Motorcycle instructor this would check taken place in a pre course assessment ride during which a face to face evaluation of their riding muniment would have taken place. All of this wou ld identify to me their present knowledge and next learning requirements and enable me to structure the training correctly.I would be restricted in this area by the need to check there is adequate resources to give the training identified and that it meets the constraint of costings. Design/Planning This part has to be systematic and consistent. This bunghole be achieved by having set aims and objectives. Decide what learning rule is best suited to the student/class. Use of visual support (flip charts, power point), discussions or involvement by participation (kinaesthetic). I would ensure that the content takes the student through from simple to complex learning.Build in assessments. This exit allow me to check and monitor progress of delivery but likewise allow a check of knowledge. As a result a lesson plan would be formulated. I would consider the implications of costs, not only pecuniary but time as well. Does the design/plan fit inside the time constraints to allow the subject matter to be delivered effectively. Delivery/Implementation Establish at the start my credibility to gain trust and sanction from the student/class. examine that I am fully prepared and have correct resources.Consider the student /class so that the pitch of the delivery can be gauged. This can be affected by class size, repair and environment in which it is given. I would withal have to consider offbeat issues. I would ensure that the student/class feel free to tie in the lesson and contribute their ideas. I would not put pressure on them to give answers/thoughts. Make sure that if the pause and pounce method is apply it is done with the correct timing to shape up response and not boney the student down. Consider cultural differences.For instance some cultural etiquette would obviate male to female approach, gaining eye contact although good to establish ringing to some might seem a challenge or scourge to others. Evaluation Evaluation would allow me to identify that the lesson has been learned. Have the aims and objectives been met. Can or is the student/class able to transpose this new knowledge into their study or role. I would evaluate this by use of tests, exams, knowledge checks and feedback. This would sidle up any further training need which in turn would be fed back into the training cycle.This aids me and also those who have initiated the training to establish, has it met the training aims/objectives (training needs). Can the design/delivery be improved. Is it cost effective. Was it effective. closing curtain As a teacher my role would be to allow and encourage student dialogue. Make sure that aims and objectives are met and are specific to their needs. Ensure that that there is a means of assessing the student knowledge. All students to have compare and appropriate advantages to learn, in a safe environment. I am amenable for the development of the student in their learning cycle.This is done by relentless assessment or rea ssessment of both the student and the content/method of learning. Encouraging the broadening of student knowledge. I am bound to ensure that the balance of teacher/student relationship is maintained. I must also ensure that my opinion does not impose. This allows the student to have defined direction within the learning influence so that lines of order and respect are not blurred.Ref Points Practical Teaching a guide to PTLLS & CTLLS Linda Wilson. cut across Workbook. Internet.